Presents a four-year follow-up study comparing the performance of intellectually superior children (N=25) admitted early to school and the performance of normal children (N=40) admitted at the regular time. Achievement scores, self-emotional adjustment, and school success (promotion/retention) are discussed. Results revealed nonsignificant…

Compared differences in the report-writing skills of 14 doctoral and 13 nondoctoral school psychologists. The reports were categorized according to the referral problem and rated by a panel of educators. The results indicated no significant differences between the ratings of the doctoral and nondoctoral school psychologists' reports. (JAC)

Describes multimodal consultation, a problem-solving approach that analyzes the components of multifaceted, multisubsystem referral problems. The approach, which is exemplified within the ecological perspective, consists of five parts, from the identification of maladaptive interactions to the evaluation of consultation interventions that target…

Examined the effect of course content and cognitive style on classroom behavior in 29 low-achieving boys ages 12 to 14 who completed the Embedded Figures Test. Comparisons of classroom behavior observations showed field independent subjects were more disruptive, but behavior was principally influenced by course content. (JAC)

Compared the Revised Peabody Picture Vocabulary Test (PPVT-R) and the Wechsler Intelligence Scale for Children (Revised) for 53 rural children. The PPVT-R was highly correlated with WISC-R scale and subtest scores. Examination of a subsample of developmentally handicapped students revealed substantial reduction in correlational relationships. (JAC)

Investigated the relationship between cognitive mode and classroom behavior in 76 elementary school students who took the Adapted Children's Form of Your Style of Learning and Thinking (SOLAT). A significant relationship was found with right hemisphere cognitive mode students scoring higher on nonadaptive classroom behavior measures. (JAC)

Suggests that a need exists in schools for the vocational as well as academic preparation of students, especially the handicapped. A rationale is offered for the involvement of the school psychologist in facilitating vocational/career development via the assessment process. Definition and purposes of vocational assessment are presented.…

Compared Kaufman Assessment Battery for Children (K-ABC) with Wechsler Intelligence Scale for Children-Revised (WISC-R) and Peabody Individual Achievement Test (PIAT) to determine K-ABC's utility in determination of a severe discrepancy for learning disabilities classification. Found that K-ABC and WISC-R/PIAT approaches to the determination of a…

Examined the applicability of Sternberg's componential theory of intellectual functioning to young children's thinking and the validity of an observational approach to the measurement of metacomponential processing using elementary school children subjects (N=40). Results indicated that both reliability and construct validity of the observational…

Examined the multidimensional structure of the Piers-Harris Self-Concept Scale among 438 predominantly black gifted children in grades one through nine. Results showed six clearly defined orthogonal factors emerged, but these factors differed from those reported by Piers and Harris. (Author)

Explored the relations of the Concept Assessment Kit-Conservation to the Stanford-Binet and the Wide Range Achievement Test in a sample of 155 educable mentally retarded children. Results suggest that Piagetian intelligence is somewhat distinct from psychometric intelligence but suggest that the latter is the better predictor of academic…

Dungeons & Dragons, game involving extensive fantasy role-playing, has been blamed for suicides and homicides. To examine emotional stability of players, Cattell's Sixteen Personality Factor Questionnaire (16PF) was administered to 68 adolescent and adult game players. Results showed no significant correlation between years of playing the game and…

Judges classified 100 third and fourth graders into behavioral categories according to their earliest school recollections (ESRs). The same students were reclassified one year later. Results showed a statistically significant agreement between a student's initial and most recent classification, suggesting the value of ESR as a reliable diagnostic…

Examined practice of grade retention and its effects in two Utah school districts in 102 students recommended for retention. Showed retention did not benefit the children academically, personally, or socially. Reanalysis showed retention did not benefit these subgroups of children: children receiving supplementary instruction, children of average…

Compared two groups of children who were equally unready for school at start of kindergarten: one group (N=40) was retained in kindergarten and the other group (N=40) was not retained. When compared after completion of first grade no differences were found on outcome measures of reading achievement, math achievement, social maturity, learner…